Class,
This week we are discussing an imaginary scenario that involves using a technology tool that does not fit a desired learning outcome.

Our scenario is instructing individuals how to use the Microsoft Office 2007Our goals include introducing the new soft ware and individuals to new, freely available Internet tools. We are going to use a video, media program to implement this technology and instruct individuals how to navigate through the application using this program. The media program selected can be viewed at the learner’s discretion and be played as often as needed for reinforcement of the material. No advanced computer skills are required, and the information is self-paced so learners can navigate and acquire the necessary skills at their convenience.
There are several potential problems with this scenario. First, learners learn best when given the opportunity to experience the new material versus simply watching the material. Second, no reinforcement is available other than the media presentation, so learners are missing the opportunity to explore, navigate and discover “how” the program works.
From jumping rope to navigating new software, and surfing the web, interaction of the material is needed for meaningful learning to occur. As with our example, static images would not allow the instruction of jumping rope to be relevant to the individual, nor will it accomplish instructing in the use of the Internet or new software.
Solution: For instructing Microsoft Office 2007 and Internet tools.
According to our resources, using an enhanced program such as new audiographics technology would allow “multiway audio and a shared screen.” (Mason. R) This would allow the students to have a sense of collaboration between themselves and the product they are learning. In addition, a consideration of the following suggestions may be beneficial to the instructional designer.
.Provide a comprehensive web based program that allows interaction between the learner and the program. With options to review, select and be evaluated.
•Provide reinforcement of the new program, and constructive criticism when mistakes are made – in the process of mistakes, we learn as we discover the correct process.
•Provide an increase of difficulty / mastery so all learners can be included in the learning process, regardless of the subject knowledge of the individual.
•Infuse a sense of self-discovery and autonomy in the experience
•Recognize that good training does not always result in good learning if learners are not properly engaged or motivated.
•Provide access for learners to track their learning
•Provide a sense of accomplishment and community to share with other students.
Although these are just a few ideas to replace the traditional video presentation, they are not all inclusive. According to our resources, “Distributed courses provide for interaction and communication, the development of on-line community –the learners sense of being part of a learning group.” (Mason, R. 2010) This is an important element of a student’s success, and the ultimate goal of any training program.

Regards, Constance

References:
Mason, Robin. “Evolving Technologies.” Encyclopedia of Distributed Learning. 2003. SAGE Publications. 22 Mar.2010.